UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Potter Lesson #:1Facet: Self-Knowledge Grade Level: FreshmenNumbers of Days: 3 Topic: Real Life Applications Using Linear Equations PART I:
Objectives Student will understand that Students will understand that linear equations are common and relevant in real life situations. Student will know Students will know irrational numbers, rational numbers, real numbers, and whole numbers. Student will be able to do Students will be able to recognize that linear equations are a simple way to solve real life problems. Product: Wordle
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards: Content Area: Algebra Grade Level: High School Domain: Creating Equations Cluster: Create equations that describe numbers or relationships. Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Rationale: Student will meet this standard by applying real world applications. With these applications they will create equations and inequalities, and solve them.
Assessments
Pre-Assessment: Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second the will ask questions, and reflect things they wish to learn, and the things they have already learned.
Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will use a thinking diagram to brainstorm real life examples of where linear equations are needed to solve problems. They will then choose one idea to reflect on. Section II – timely feedback for products (self, peer, teacher) Students will then use Wordle technology in groups of two, to create a word cloud of their idea. They will collaborate and compare ideas they brainstormed with their partner prior to making their word cloud. Students will have the chance to share their idea with the class, after receiving feedback from the teacher. No two groups can use the same exact idea; them must all by original, detailed ideas. The teacher will look over each word cloud to make sure material is relevant and appropriate. Finally the teacher will provide feedback, which is geared toward the mathematical portion of the lesson.
Summative (Assessment of Learning): Wordle: Students will create a collage of situations where linear equations can be used. There are careers, real life situations, and plenty other examples of places where these equations will be used. Students will apply their collage to real-life applications.(40 points)
Integration Technology: Wordle will be used as the technology piece in this lesson. Wordle is and online program where students can create a word cloud, or collage. In this case students will create a Wordle with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with examples of linear equations, in the real world. Content Areas: Art: Students will be able to be creative with their fonts, colors, and layouts while creating their word clouds. English: Students will be English vocabulary in their Wordle. They may need to find definitions of words for clarity, and spelling.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction Students will know irrational numbers, rational numbers, real numbers, and whole numbers. Students will use a Cluster/Word Web 2, and Round Robin Brainstorming to begin thinking of ways to solve real life problems using linear equations. Section II – Groups and Roles for Product Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Wordle technology to create a collage of where linear equations can be used in real-life applications. Student will be put into random groups by picking a card from a deck of cars. Students who choose correlating cards will be paired together.
Differentiated Instruction
MI Strategies
Verbal: Students will use speech to collaborate their ideas of who, what, where, why and how linear equations can applied to real life. They will do this with their partner(s) prior to creating their word cloud. Logical/Mathematical: Students will be forced to really think about what they are creating. The Logic comes out in the collaboration with a partner when discussing linear equations in real life applications. Visual: Students will use Wordle as the visual tool. They will create word clouds in which they can use different colors, fonts, shapes, and sizes to portray their thoughts, and ideas of using linear equations in real life. Musical: Each group will create a song, in which they present to the class. This song will be made using the idea created in Wordle. Students will make a 1-3 minute song describing linear equations being applied in the real world. Kinesthetic: Upon completion, students will physically categorize themselves in a line, in the front of the classroom, based off the concentrations of their real life, linear equations, applications. Intrapersonal: Students will be brainstorming ideas of real life jobs, careers, and other applications where we use linear equations in real life. They will do this individually, before working with a partner. Interpersonal: Students will be working with a partner, discussing, and creating a Wordle that reflect the use of linear equations that are used in everyday life. Naturalist: Students are creating word clouds based off real world applications in nature, that use linear equations.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students who are absent from this lesson will be required to make up the work. They will check the online page to get the assignments. If students know they will be missing a lesson they should notify me as soon as possible, so we can make arrangements, and work to keep to up to date. Students are encouraged to converse with their peers to get help with assignments. For hard copy assignments that are not online students will be able to briefly stop in upon returning to school to pick up the missed work. They will be allotted three days to complete the given work. For the lessons that they miss, there will be links posted online to re-enforce, or re-teach what was taught that day. Kids who miss class will be asked to watch the video posted, and are encouraged to email me with any remaining misunderstandings.
Extensions
Type II technology: Wordle will be used as the technology piece in this lesson. Wordle is and online program where students can create a word cloud, or collage. In this case students will create a Wordle with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with examples of linear equations, in the real world. This is a type two technology because the Wordle has amazing capabilities. Wordle can move things around, present’s material in cool, colorful, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Wordle technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their collage on the topic of creating and solving linear equations that are being applied to the real world.
Gifted Students: I will give gifted students the opportunity to create a quick podcast or video where they will be able to really look into a real life application, and describe, in depth why and how it is used. They will be able to work on this during their extra time in class if they finish their activities ahead of other students.
Teaching and Learning Sequence(Describe the teaching and learning process using all of the information from part I of the lesson plan)Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) The room will be set up with desks arranged in groups of two, side by side. Day One: Linear equations are common and relevant in the real world (80 Minutes) Introduction: Overview of class schedule and syllabus, intro of lesson (5 minutes) Pre-Assessment:Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second they will ask questions, and reflect things they wish to learn, and the things they have already learned, teacher will take attendance during this time.(20 Minutes) Hook:If you could design any house, how would it relate to math, and what would your ideas be! (5 Minutes) Instructional Period: Briefly explain irrational numbers http://www.wcsh6.com/news/article/235028/2/The-Real-Life-of-Pi, rational numbers, real numbers, and whole numbers. Then teach students, incorporating these ideas, linear equations, and relate them to real life applications. (25 Minutes) First Class Activity:Student will work on a Cluster/Word Web. They will choose a real world application where linear equations are used. They will use this application and create subtopics of areas in that application where the math is used. (10 Minutes) Second Class Activity:Students will, in their partners brainstorm multiple applications using a creative learning activity called, Round Robin Brainstorming. These ideas will be applied into a word web next class. (10 Minutes) Task Introduction: Students will make a list of as many real world applications, using linear equations that they can think of. This should be ready for next class. (5 Minutes)
Day Two: Linear equations applications (80 Minutes) Introduction: The class will briefly review the task assignment to get everyone thinking about real life applications. Students will all share one of their ideas. (5 Minutes)
First Class Activity: Student will work on a thinking diagram that will provide as an assessment to check for students understanding. Students will be given a real life application use of linear equations. They will be asked to relate it to the actual math content. Where are the equations used? What do they solve? Why is it important? Attendance will be taken during this work period. (10 Minutes) Introduction to Wordle: The teacher will present the Wordle technology, and give students the class assignment. During this period students will be with their partner from the previous day, and together they will create a single account with a username and password they both know. (15 Minutes) Work Period: Students will work together to create a Wordle, word cloud. They will find examples of real life applications using linear equations, and they will also incorporate math vocabulary that is relevant. The teacher will roam and help students with question, and give helpful suggestions to each group. (45 Minutes) Assignment: Student will finish their Wordle if they did not complete it in class. They should be prepared to present their Word web Next class. (5 Minutes)
Day 3: Wordle Day! (80 Minutes) Introduction: Q&A: Do you have any questions? How can you make your Wordle better? More Presentable? (10 Minutes) Work Period: Student will go back into their Wordle with their partner and critique their work! They will check for grammar, spelling mistakes, and they will attempt to make it even more creative! The teacher will take quick attendance and then roam around to check the progress of each group. The teacher will also provide feedback and constructive ideas for the students. (20 Minutes) Presentations:Students with present their Wordle to the class. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. (40 Minutes) Feedback:Teacher will briefly address the entire class, then give each group individual feedback, and hand back the group’s checklist, based on their presentation. (10 Minutes)
The class will be set up in groups of two facing the front of the class. Students will be assigned a partner in which they will sit with during the Wordle project. This lesson will occur over the next three class periods. During the first class I will give a brief introduction of the unit, provide a pre-assessment, and a hook. Next i will have an period of time that I actually teach the students, followed by two in class activities. Students will be assigned an out of class assignment. Day two we will have a brief review, followed by a class activity. Next Wordle will be introduced, and students will have a work period to create their Wordle projects. Finally they will finish their Wordle out side of class. On day three we will have a question and answer period, and another work period where students will critique their work in Wordle, and they will attempt to make it more creative!!Each group will present their Wordle, and then I will provide feedback to each group using a checklist. Students will understand that linear equations are common and relevant in real life situations. Students can apply their knowledge to science, construction, engineering, etc. Create equations and inequalities in one variable and use them to solve problems. Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second they will ask questions, and reflect things they wish to learn, and the things they have already learned. If you could design any house, how would it relate to math, and what would your ideas be! Where, Why, What, Hook, Tailors:Logical, Verbal, Visual, Intrapersonal.
Students will know irrational numbers, rational numbers, real numbers, and whole numbers. Students will use a Cluster/Word Web 2, and Round Robin Brainstorming to begin thinking of ways to solve real life problems using linear equations. Students will use a thinking diagram to brainstorm real life examples of where linear equations are needed to solve problems. The content covered in this lesson is as follows:
Irrational Numbers: are numbers that are not integers, whole numbers, or fractions. Instead they are decimals that have an ongoing decimal with NO pattern. For example: 3.3257689475635241639506. There is no pattern therefore it is irrational. The mathematical symbol pi, is a great example of an irrational number.
Rational Numbers: Rational numbers are alike whole numbers, but also include fractions, and decimals. If a decimal has a repeating number such as, 6.6444444444 then it is indeed rational! Repeating decimals are rational, not irrational!
Whole Numbers: wholes numbers are and number that is not a fraction, and is not negative. Example: {0, 1, 2, 3, 4, 5, .... Infinity}
Integers: Integers are like whole numbers in the fact that they cannot be fractions. They can however be negative. Example: {Negative Infinity......., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ......... Infinity}
Real Numbers: Real numbers include decimals, fractions, whole numbers, integers, irrational numbers, and rational numbers.
Variables: A variable is an unknown value usually expressed by (x, or y). Knowing that equations are two things that are equal, we sometimes have an unknown value. We express this unknown with a variable. In they equation 4X+ 8= 16, X is our variable.
Constants: constants are numbers with in an equation that stand-alone. In the equation, 12X + 20 = 80, the constants are 20, and 80. 12 is not a constant because it is tied to the X. In this case 12 is considered a coefficient. Constants can also be letters that stand for a fixed number. Most formulas us letters as constants because they can stand for any real number. In the slope-intercept form, Y= mx + b, the constants are Y, and b. m again being tied to a variable (x) is a coefficient.
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation. Equip, Explore, Rethink, Tailors:Intrapersonal, Interpersonal, Verbal, Visual, Logical,
Students will use a Cluster/Word Web 2, and Round Robin Brainstorming to begin thinking of ways to solve real life problems using linear equations. Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Wordle technology to create a collage of where linear equations can be used in real-life applications. The teacher will look over each word cloud to make sure material is relevant and appropriate. Finally the teacher will provide feedback with a checklist, which is geared toward the mathematical portion of the lesson. To check for understanding the teacher will use a thinking diagram. Students will spend class time with a partner creating their Wordles. They should be prepared to present their games next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their comic ideas with the teachers before full creation, and presentation. Students will be graded by checklist. Drawing numbers will put student into random groups, from a hat. Each number has a duplicate; therefore, each student will have to find another student with the same number. Students will share an equal role in the project as stated in the contract they signed as partners. They will both help to come up with ideas, and they will both help to creatively create a collage on Wordle. On the third day students will be given the opportunity to rethink, revise, and refine their projects. This will be motivated by a short question and answer period led by the teacher. They will be asked questions like: Do you have any questions? How can you make your Wordle better? More Presentable? They will then go back into their projects for twenty minutes and check for errors in their math, spelling, and will also attempt to make their comic more attention grabbing and colorful! Explore, Experience, Revise, Rethink, Tailors: Verbal, Logical/Mathematical, Visual, Musical, Kinesthetic, Intrapersonal, Interpersonal, and Naturalist.
Students will self-assess during their rethink/ refine stage. They will go down through the checklist that they have been given. They will grade themselves, and add or fix anything that they missed or feel they may improve on. After the presentations I will finish up grading them using this same checklist. I will also grade them based on the effort, participation, and quality of their work. I will hand back these checklists along with a small written reflection before students leave class. They will all receive their grades and I will address the class overall and then talk to each group that has questions or comments. This will all pertain to their homework because they will be given problems from their book on the exact same material. In the following classes they will be given a pre-quiz, and finally a quiz. This lesson content will combine with other contents, and students will be assessed on multiple lesson contents at the end of the unit. Evaluate, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, and Visual.
Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) Irrational Numbers: are numbers that are not integers, whole numbers, or fractions. Instead they are decimals that have an ongoing decimal with NO pattern. For example: 3.3257689475635241639506. There is no pattern therefore it is irrational. The mathematical symbol pi, is a great example of an irrational number.
Rational Numbers: Rational numbers are alike whole numbers, but also include fractions, and decimals. If a decimal has a repeating number such as, 6.6444444444 then it is indeed rational! Repeating decimals are rational, not irrational!
Whole Numbers: wholes numbers are and number that is not a fraction, and is not negative. Example: {0, 1, 2, 3, 4, 5, .... Infinity}
Integers: Integers are like whole numbers in the fact that they cannot be fractions. They can however be negative. Example: {Negative Infinity......., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ......... Infinity}
Real Numbers: Real numbers include decimals, fractions, whole numbers, integers, irrational numbers, and rational numbers.
Variables: A variable is an unknown value usually expressed by (x, or y). Knowing that equations are two things that are equal, we sometimes have an unknown value. We express this unknown with a variable. In they equation 4X+ 8= 16, X is our variable.
Constants: constants are numbers with in an equation that stand-alone. In the equation, 12X + 20 = 80, the constants are 20, and 80. 12 is not a constant because it is tied to the X. In this case 12 is considered a coefficient. Constants can also be letters that stand for a fixed number. Most formulas us letters as constants because they can stand for any real number. In the slope-intercept form, Y= mx + b, the constants are Y, and b. m again being tied to a variable (x) is a coefficient.
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Handouts List the items that need to be printed out for the lesson. Cluster/Word Web 2 (Graphic Organizer) Red Robin Brainstorming (corporative learning activity) Contract between partners (contact info, meeting times) Checklist Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 –Learner Development. The teacher understands how learners grow and develop,recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:The clipboard students in my class will have graphic organizers in order to help the students organize step-by-step their logic and ideas. The class period is clearly planned out on the board so students can see how long we will be doing each thing in class. Students will be given a handouts, and a checklist that will provide my expectations. This will help them to understand exactly what they are to do. Microscope:The microscopes in my class will be able to have in depth conversations while they brainstorm, where linear equations are used in real life. They will be able to solve real life problems in their homework, which will further expand their understandings. They will be able to realize and reveal why and where this can be used out in the real world. Puppy:For my puppy student I will ensure that they are working with a student that will be supportive and easy going. This will help them feel like they are working and learning in a fun, and safe environment. These students will be able to collaborate with their partners and other peers in the classroom. The students will have multiple chances to meet with me and talk about the project. Beach Ball:For my beach ball learners I will provide them with options, and let them use paper and pencil if that is what they desire to use. Students will be place with another student who will be more likely to motivate and interest their partner when using the Wordle technology. They will be able to present, one idea, or a selection of their choice. All my beach ball learners will participate in brainstorming where they will be able to participate and speak freely. Rationale: Students will be able to experience a variety of learning styles in this project. Students and the teacher will be able to realize how other students need information presented or how they need to have a higher comfort level. This will allow for a judge free, respectful classroom for all students so that they can reach their highest abilities.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth,to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Pre-Assessment: Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second the will ask questions, and reflect things they wish to learn, and the things they have already learned.
Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will use a thinking diagram to brainstorm real life examples of where linear equations are need to solve problems. They will then choose one idea to reflect on. Section II – timely feedback for products (self, peer, teacher) Students will then use Wordle technology in groups of two, to create a word cloud of their idea. They will collaborate and compare ideas they brainstormed with their partner prior to making their word cloud. Students will have the chance to share their idea with the class, after receiving feedback from the teacher. No two groups can use the same exact idea; they must all by original, detailed ideas. The teacher will look over each word cloud to make sure material is relevant and appropriate. Finally the teacher will provide feedback, which is geared toward the mathematical portion of the lesson.
Summative: Wordle: Students will create a collage of situations where linear equations can be used. There are careers, real life situations, and plenty other examples of places where these equations will be used. Students will apply their collage to real-life applications.(40 points)At the end of the lesson students will create a Wordle (an online word web) of all the information that they learned about solving and applying linear equations. This will show to what extent their understand is and whether or not they can present it to others. Rationale: This lesson uses a variety of assessments that are not just pencil and paper quizzes or tests. Students will feel like they are actually learning the material in a fun and interesting way. They will not be forced to memorize facts of information, instead these methods will allow student to learn the material in a more interesting way, and they will be able to apply it outside of the classroom.
Standard 7-Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:See content notes
MLR or CCSS: Common Core State Standards: Content Area: Algebra Grade Level: High School Domain: Creating Equations Cluster: Create equations that describe numbers or relationships. Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Facet: Self-knowledge
Rationale:Linear equations are everywhere. Businesses, professionals, and students not only have to know how to solve linear equations, but they also have to know when to use this knowledge correctly in the real world. This lesson is built to allow all students to explore multiple situations where linear equations are used. This lesson is also ment to intrigue the students to look out into the real world and learn from what they discover when solving and applying linear equations. Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal:Students will use speech to collaboratie their ideas of who, what, where, why and how linear equations can applied to real life. They will do this with their partner(s) prior to creating their word cloud. Logical/Mathematical: Students will be forced to really think about what they are creating. The Logic comes out in the collaboration with a partner when discussing linear equations in real life applications. Visual: Students will use Wordle as the visual tool. They will create word clouds in which they can use different colors, fonts, shapes, and sizes to portray their thoughts, and ideas of using linear equations in real life. Musical: Each group will create a song, in which they present to the class. This song will be made using the idea created in Wordle. Students will make a 1-3 minute song describing linear equations being applied in the real world. Kinesthetic: Upon completion, student will physically categorize themselves in a line, in the front of the classroom, based off the concentrations of their real life, linear equations, applications. Intrapersonal: Students will be brainstorming ideas of real life jobs, careers, and other applications where we use linear equations in real life. They will do this individually, before working with a partner. Interpersonal: Students will be working with a partner, discussing, and creating a Wordle that reflect the use of linear equations that are used in everyday life. Naturalist: Students are creating word clouds based off real world applications in nature, that use linear equations.
Type II Technology: Wordle will be used as the technology piece in this lesson. Wordle is and online program where students can create a word cloud, or collage. In this case students will create a Wordle with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with examples of linear equations, in the real world. This is a type two technology because the Wordle has amazing capabilities. Wordle can move things around, presents material in cool, colorful, and individual ways.It creats a sense of structured flow for the students. Students will benefit from Wordle technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their collage on the topic of creating and solving linear equations that are being applied to the real world. Rationale:This lesson was designed in such a way where differentiation can be used, to fit the needs of all students. All Multiple intelligences were kept in mind during the process, and resources are provided for students. During this lesson students will be able to work their strong intelligence's as well as work on some of their weaker ones. They will also be able to use technology, and multiple resources in order the reach a high learning level.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will be working with Wordle in order to create a new way to make a word web. Students can use this technology to share information with their peers while working. The lesson is geared to the fact that students will be working together in order to understand the information. Two brains is better than one. This will help the overall learning and progress of the students. Students will also be learning the content material through real world application, and applying that knowledge when using Wordle.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be using Wordle as a way to explore new intelligences and build further on their stronger intelligences. Students will have opportunities to relate information to their learning style of choice, whether it is nature, music, visual, or even logic. They will have opportunities to work in groups, and individually. A number of tasks and activities will be given to the students to help them understand the information. They will be able to practice, use graphic organizers, checklists, corporative learning activities, and will have multiple chances to meet with me and collaborate with their peers. They will have a finally product that they will present to the class, which will tell whether or not the student has mastered the material.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Potter Lesson #:1 Facet: Self-Knowledge
Grade Level: Freshmen Numbers of Days: 3
Topic: Real Life Applications Using Linear Equations
PART I:
Objectives
Student will understand that
Students will understand that linear equations are common and relevant in real life situations.
Student will know
Students will know irrational numbers, rational numbers, real numbers, and whole numbers.
Student will be able to do
Students will be able to recognize that linear equations are a simple way to solve real life problems.
Product: Wordle
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Rationale:
Student will meet this standard by applying real world applications. With these applications they will create equations and inequalities, and solve them.
Assessments
Pre-Assessment:
Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second the will ask questions, and reflect things they wish to learn, and the things they have already learned.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will use a thinking diagram to brainstorm real life examples of where linear equations are needed to solve problems. They will then choose one idea to reflect on.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Wordle technology in groups of two, to create a word cloud of their idea. They will collaborate and compare ideas they brainstormed with their partner prior to making their word cloud. Students will have the chance to share their idea with the class, after receiving feedback from the teacher. No two groups can use the same exact idea; them must all by original, detailed ideas. The teacher will look over each word cloud to make sure material is relevant and appropriate. Finally the teacher will provide feedback, which is geared toward the mathematical portion of the lesson.
Summative (Assessment of Learning):
Wordle: Students will create a collage of situations where linear equations can be used. There are careers, real life situations, and plenty other examples of places where these equations will be used. Students will apply their collage to real-life applications.(40 points)
Integration
Technology:
Wordle will be used as the technology piece in this lesson. Wordle is and online program where students can create a word cloud, or collage. In this case students will create a Wordle with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with examples of linear equations, in the real world.
Content Areas:
Art: Students will be able to be creative with their fonts, colors, and layouts while creating their word clouds.
English: Students will be English vocabulary in their Wordle. They may need to find definitions of words for clarity, and spelling.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will know irrational numbers, rational numbers, real numbers, and whole numbers. Students will use a Cluster/Word Web 2, and Round Robin Brainstorming to begin thinking of ways to solve real life problems using linear equations.
Section II – Groups and Roles for Product
Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Wordle technology to create a collage of where linear equations can be used in real-life applications. Student will be put into random groups by picking a card from a deck of cars. Students who choose correlating cards will be paired together.
Differentiated Instruction
MI Strategies
Verbal: Students will use speech to collaborate their ideas of who, what, where, why and how linear equations can applied to real life. They will do this with their partner(s) prior to creating their word cloud.
Logical/Mathematical: Students will be forced to really think about what they are creating. The Logic comes out in the collaboration with a partner when discussing linear equations in real life applications.
Visual: Students will use Wordle as the visual tool. They will create word clouds in which they can use different colors, fonts, shapes, and sizes to portray their thoughts, and ideas of using linear equations in real life.
Musical: Each group will create a song, in which they present to the class. This song will be made using the idea created in Wordle. Students will make a 1-3 minute song describing linear equations being applied in the real world.
Kinesthetic: Upon completion, students will physically categorize themselves in a line, in the front of the classroom, based off the concentrations of their real life, linear equations, applications.
Intrapersonal: Students will be brainstorming ideas of real life jobs, careers, and other applications where we use linear equations in real life. They will do this individually, before working with a partner.
Interpersonal: Students will be working with a partner, discussing, and creating a Wordle that reflect the use of linear equations that are used in everyday life.
Naturalist: Students are creating word clouds based off real world applications in nature, that use linear equations.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students who are absent from this lesson will be required to make up the work. They will check the online page to get the assignments. If students know they will be missing a lesson they should notify me as soon as possible, so we can make arrangements, and work to keep to up to date. Students are encouraged to converse with their peers to get help with assignments. For hard copy assignments that are not online students will be able to briefly stop in upon returning to school to pick up the missed work. They will be allotted three days to complete the given work. For the lessons that they miss, there will be links posted online to re-enforce, or re-teach what was taught that day. Kids who miss class will be asked to watch the video posted, and are encouraged to email me with any remaining misunderstandings.
Extensions
Type II technology:
Wordle will be used as the technology piece in this lesson. Wordle is and online program where students can create a word cloud, or collage. In this case students will create a Wordle with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with examples of linear equations, in the real world. This is a type two technology because the Wordle has amazing capabilities. Wordle can move things around, present’s material in cool, colorful, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Wordle technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their collage on the topic of creating and solving linear equations that are being applied to the real world.
Gifted Students:
I will give gifted students the opportunity to create a quick podcast or video where they will be able to really look into a real life application, and describe, in depth why and how it is used. They will be able to work on this during their extra time in class if they finish their activities ahead of other students.
Materials, Resources and Technology
List all the items you need for the lesson.
Computers
Projector
Library
Google (internet browsers)
Wordle account
Rubrics
Cluster/Word Web 2 (Graphic Organizer)
Red Robin Brainstorming (corporative learning activity)
Contract between partners (contact info, meeting times)
Source for Lesson Plan and Research
List all URL and describe.
http://www.wordle.net/ Students will use Wordle to create a word web of real life application where linear equations are used.
https://www.khanacademy.org/search?page_search_query=linear+equations Students can use this for extra help on understanding linear equations, and can use it throughout the unit for extra help on homework, or other assignments.
http://www.youtube.com/watch?v=xhL5D9nz5aI Students will have this Wordle tutorial video incase they need help on how to use the program
http://www.stemresources.com/static/tools/Assessments/Formative/ThinkingDiagram/index.html Students will use this thinking diagram to organize their ideas.
http://www.eduplace.com/graphicorganizer/pdf/clusterweb2.pdf This graphic organizer will be used to think about all ideas and further organize thoughts.
http://w4.nkcsd.k12.mo.us/~kcofer/social_cooperative_structures.htm Students will refer to this site and participate in the Round robin brainstorming activity.
http://www.algebra-class.com/algebra-practice-test.html Students will use this be pre-assessed using this.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
The room will be set up with desks arranged in groups of two, side by side.
Day One: Linear equations are common and relevant in the real world (80 Minutes)
Introduction: Overview of class schedule and syllabus, intro of lesson (5 minutes)
Pre-Assessment: Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second they will ask questions, and reflect things they wish to learn, and the things they have already learned, teacher will take attendance during this time.(20 Minutes)
Hook: If you could design any house, how would it relate to math, and what would your ideas be! (5 Minutes)
Instructional Period: Briefly explain irrational numbers http://www.wcsh6.com/news/article/235028/2/The-Real-Life-of-Pi, rational numbers, real numbers, and whole numbers. Then teach students, incorporating these ideas, linear equations, and relate them to real life applications. (25 Minutes)
First Class Activity: Student will work on a Cluster/Word Web. They will choose a real world application where linear equations are used. They will use this application and create subtopics of areas in that application where the math is used. (10 Minutes)
Second Class Activity: Students will, in their partners brainstorm multiple applications using a creative learning activity called, Round Robin Brainstorming. These ideas will be applied into a word web next class. (10 Minutes)
Task Introduction: Students will make a list of as many real world applications, using linear equations that they can think of. This should be ready for next class. (5 Minutes)
Day Two: Linear equations applications (80 Minutes)
Introduction: The class will briefly review the task assignment to get everyone thinking about real life applications. Students will all share one of their ideas. (5 Minutes)
First Class Activity: Student will work on a thinking diagram that will provide as an assessment to check for students understanding. Students will be given a real life application use of linear equations. They will be asked to relate it to the actual math content. Where are the equations used? What do they solve? Why is it important? Attendance will be taken during this work period. (10 Minutes)
Introduction to Wordle: The teacher will present the Wordle technology, and give students the class assignment. During this period students will be with their partner from the previous day, and together they will create a single account with a username and password they both know. (15 Minutes)
Work Period: Students will work together to create a Wordle, word cloud. They will find examples of real life applications using linear equations, and they will also incorporate math vocabulary that is relevant. The teacher will roam and help students with question, and give helpful suggestions to each group. (45 Minutes)
Assignment: Student will finish their Wordle if they did not complete it in class. They should be prepared to present their Word web Next class. (5 Minutes)
Day 3: Wordle Day! (80 Minutes)
Introduction: Q&A: Do you have any questions? How can you make your Wordle better? More Presentable? (10 Minutes)
Work Period: Student will go back into their Wordle with their partner and critique their work! They will check for grammar, spelling mistakes, and they will attempt to make it even more creative! The teacher will take quick attendance and then roam around to check the progress of each group. The teacher will also provide feedback and constructive ideas for the students. (20 Minutes)
Presentations: Students with present their Wordle to the class. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. (40 Minutes)
Feedback: Teacher will briefly address the entire class, then give each group individual feedback, and hand back the group’s checklist, based on their presentation. (10 Minutes)
The class will be set up in groups of two facing the front of the class. Students will be assigned a partner in which they will sit with during the Wordle project. This lesson will occur over the next three class periods. During the first class I will give a brief introduction of the unit, provide a pre-assessment, and a hook. Next i will have an period of time that I actually teach the students, followed by two in class activities. Students will be assigned an out of class assignment. Day two we will have a brief review, followed by a class activity. Next Wordle will be introduced, and students will have a work period to create their Wordle projects. Finally they will finish their Wordle out side of class. On day three we will have a question and answer period, and another work period where students will critique their work in Wordle, and they will attempt to make it more creative!!Each group will present their Wordle, and then I will provide feedback to each group using a checklist. Students will understand that linear equations are common and relevant in real life situations. Students can apply their knowledge to science, construction, engineering, etc. Create equations and inequalities in one variable and use them to solve problems. Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second they will ask questions, and reflect things they wish to learn, and the things they have already learned. If you could design any house, how would it relate to math, and what would your ideas be!
Where, Why, What, Hook, Tailors: Logical, Verbal, Visual, Intrapersonal.
Students will know irrational numbers, rational numbers, real numbers, and whole numbers. Students will use a Cluster/Word Web 2, and Round Robin Brainstorming to begin thinking of ways to solve real life problems using linear equations. Students will use a thinking diagram to brainstorm real life examples of where linear equations are needed to solve problems. The content covered in this lesson is as follows:
Irrational Numbers: are numbers that are not integers, whole numbers, or fractions. Instead they are decimals that have an ongoing decimal with NO pattern. For example: 3.3257689475635241639506. There is no pattern therefore it is irrational. The mathematical symbol pi, is a great example of an irrational number.
Rational Numbers: Rational numbers are alike whole numbers, but also include fractions, and decimals. If a decimal has a repeating number such as, 6.6444444444 then it is indeed rational! Repeating decimals are rational, not irrational!
Whole Numbers: wholes numbers are and number that is not a fraction, and is not negative.
Example: {0, 1, 2, 3, 4, 5, .... Infinity}
Integers: Integers are like whole numbers in the fact that they cannot be fractions. They can however be negative.
Example: {Negative Infinity......., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ......... Infinity}
Real Numbers: Real numbers include decimals, fractions, whole numbers, integers, irrational numbers, and rational numbers.
Variables: A variable is an unknown value usually expressed by (x, or y). Knowing that equations are two things that are equal, we sometimes have an unknown value. We express this unknown with a variable. In they equation 4X+ 8= 16, X is our variable.
Constants: constants are numbers with in an equation that stand-alone. In the equation, 12X + 20 = 80, the constants are 20, and 80. 12 is not a constant because it is tied to the X. In this case 12 is considered a coefficient. Constants can also be letters that stand for a fixed number. Most formulas us letters as constants because they can stand for any real number. In the slope-intercept form, Y= mx + b, the constants are Y, and b. m again being tied to a variable (x) is a coefficient.
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal, Verbal, Visual, Logical,
Students will use a Cluster/Word Web 2, and Round Robin Brainstorming to begin thinking of ways to solve real life problems using linear equations. Using the graphic organizer, and the corporative learning activity, students, in groups of two, will use Wordle technology to create a collage of where linear equations can be used in real-life applications. The teacher will look over each word cloud to make sure material is relevant and appropriate. Finally the teacher will provide feedback with a checklist, which is geared toward the mathematical portion of the lesson. To check for understanding the teacher will use a thinking diagram. Students will spend class time with a partner creating their Wordles. They should be prepared to present their games next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their comic ideas with the teachers before full creation, and presentation. Students will be graded by checklist. Drawing numbers will put student into random groups, from a hat. Each number has a duplicate; therefore, each student will have to find another student with the same number. Students will share an equal role in the project as stated in the contract they signed as partners. They will both help to come up with ideas, and they will both help to creatively create a collage on Wordle. On the third day students will be given the opportunity to rethink, revise, and refine their projects. This will be motivated by a short question and answer period led by the teacher. They will be asked questions like: Do you have any questions? How can you make your Wordle better? More Presentable? They will then go back into their projects for twenty minutes and check for errors in their math, spelling, and will also attempt to make their comic more attention grabbing and colorful!
Explore, Experience, Revise, Rethink, Tailors: Verbal, Logical/Mathematical, Visual, Musical, Kinesthetic, Intrapersonal, Interpersonal, and Naturalist.
Students will self-assess during their rethink/ refine stage. They will go down through the checklist that they have been given. They will grade themselves, and add or fix anything that they missed or feel they may improve on. After the presentations I will finish up grading them using this same checklist. I will also grade them based on the effort, participation, and quality of their work. I will hand back these checklists along with a small written reflection before students leave class. They will all receive their grades and I will address the class overall and then talk to each group that has questions or comments. This will all pertain to their homework because they will be given problems from their book on the exact same material. In the following classes they will be given a pre-quiz, and finally a quiz. This lesson content will combine with other contents, and students will be assessed on multiple lesson contents at the end of the unit.
Evaluate, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, and Visual.
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Irrational Numbers: are numbers that are not integers, whole numbers, or fractions. Instead they are decimals that have an ongoing decimal with NO pattern. For example: 3.3257689475635241639506. There is no pattern therefore it is irrational. The mathematical symbol pi, is a great example of an irrational number.
Rational Numbers: Rational numbers are alike whole numbers, but also include fractions, and decimals. If a decimal has a repeating number such as, 6.6444444444 then it is indeed rational! Repeating decimals are rational, not irrational!
Whole Numbers: wholes numbers are and number that is not a fraction, and is not negative.
Example: {0, 1, 2, 3, 4, 5, .... Infinity}
Integers: Integers are like whole numbers in the fact that they cannot be fractions. They can however be negative.
Example: {Negative Infinity......., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ......... Infinity}
Real Numbers: Real numbers include decimals, fractions, whole numbers, integers, irrational numbers, and rational numbers.
Variables: A variable is an unknown value usually expressed by (x, or y). Knowing that equations are two things that are equal, we sometimes have an unknown value. We express this unknown with a variable. In they equation 4X+ 8= 16, X is our variable.
Constants: constants are numbers with in an equation that stand-alone. In the equation, 12X + 20 = 80, the constants are 20, and 80. 12 is not a constant because it is tied to the X. In this case 12 is considered a coefficient. Constants can also be letters that stand for a fixed number. Most formulas us letters as constants because they can stand for any real number. In the slope-intercept form, Y= mx + b, the constants are Y, and b. m again being tied to a variable (x) is a coefficient.
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Handouts
List the items that need to be printed out for the lesson.
Cluster/Word Web 2 (Graphic Organizer)
Red Robin Brainstorming (corporative learning activity)
Contract between partners (contact info, meeting times)
Checklist
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The clipboard students in my class will have graphic organizers in order to help the students organize step-by-step their logic and ideas. The class period is clearly planned out on the board so students can see how long we will be doing each thing in class. Students will be given a handouts, and a checklist that will provide my expectations. This will help them to understand exactly what they are to do.
Microscope: The microscopes in my class will be able to have in depth conversations while they brainstorm, where linear equations are used in real life. They will be able to solve real life problems in their homework, which will further expand their understandings. They will be able to realize and reveal why and where this can be used out in the real world.
Puppy: For my puppy student I will ensure that they are working with a student that will be supportive and easy going. This will help them feel like they are working and learning in a fun, and safe environment. These students will be able to collaborate with their partners and other peers in the classroom. The students will have multiple chances to meet with me and talk about the project.
Beach Ball: For my beach ball learners I will provide them with options, and let them use paper and pencil if that is what they desire to use. Students will be place with another student who will be more likely to motivate and interest their partner when using the Wordle technology. They will be able to present, one idea, or a selection of their choice. All my beach ball learners will participate in brainstorming where they will be able to participate and speak freely.
Rationale: Students will be able to experience a variety of learning styles in this project. Students and the teacher will be able to realize how other students need information presented or how they need to have a higher comfort level. This will allow for a judge free, respectful classroom for all students so that they can reach their highest abilities.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Pre-Assessment:
Students will participate in a two part pre-assessment. They will first complete a linear and quadratic equations survey. Second the will ask questions, and reflect things they wish to learn, and the things they have already learned.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will use a thinking diagram to brainstorm real life examples of where linear equations are need to solve problems. They will then choose one idea to reflect on.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Wordle technology in groups of two, to create a word cloud of their idea. They will collaborate and compare ideas they brainstormed with their partner prior to making their word cloud. Students will have the chance to share their idea with the class, after receiving feedback from the teacher. No two groups can use the same exact idea; they must all by original, detailed ideas. The teacher will look over each word cloud to make sure material is relevant and appropriate. Finally the teacher will provide feedback, which is geared toward the mathematical portion of the lesson.
Summative:
Wordle: Students will create a collage of situations where linear equations can be used. There are careers, real life situations, and plenty other examples of places where these equations will be used. Students will apply their collage to real-life applications.(40 points) At the end of the lesson students will create a Wordle (an online word web) of all the information that they learned about solving and applying linear equations. This will show to what extent their understand is and whether or not they can present it to others.
Rationale: This lesson uses a variety of assessments that are not just pencil and paper quizzes or tests. Students will feel like they are actually learning the material in a fun and interesting way. They will not be forced to memorize facts of information, instead these methods will allow student to learn the material in a more interesting way, and they will be able to apply it outside of the classroom.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: See content notes
MLR or CCSS:
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Facet:
Self-knowledge
Rationale: Linear equations are everywhere. Businesses, professionals, and students not only have to know how to solve linear equations, but they also have to know when to use this knowledge correctly in the real world. This lesson is built to allow all students to explore multiple situations where linear equations are used. This lesson is also ment to intrigue the students to look out into the real world and learn from what they discover when solving and applying linear equations.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal:Students will use speech to collaboratie their ideas of who, what, where, why and how linear equations can applied to real life. They will do this with their partner(s) prior to creating their word cloud.
Logical/Mathematical: Students will be forced to really think about what they are creating. The Logic comes out in the collaboration with a partner when discussing linear equations in real life applications.
Visual: Students will use Wordle as the visual tool. They will create word clouds in which they can use different colors, fonts, shapes, and sizes to portray their thoughts, and ideas of using linear equations in real life.
Musical: Each group will create a song, in which they present to the class. This song will be made using the idea created in Wordle. Students will make a 1-3 minute song describing linear equations being applied in the real world.
Kinesthetic: Upon completion, student will physically categorize themselves in a line, in the front of the classroom, based off the concentrations of their real life, linear equations, applications.
Intrapersonal: Students will be brainstorming ideas of real life jobs, careers, and other applications where we use linear equations in real life. They will do this individually, before working with a partner.
Interpersonal: Students will be working with a partner, discussing, and creating a Wordle that reflect the use of linear equations that are used in everyday life.
Naturalist: Students are creating word clouds based off real world applications in nature, that use linear equations.
Type II Technology:
Wordle will be used as the technology piece in this lesson. Wordle is and online program where students can create a word cloud, or collage. In this case students will create a Wordle with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with examples of linear equations, in the real world. This is a type two technology because the Wordle has amazing capabilities. Wordle can move things around, presents material in cool, colorful, and individual ways.It creats a sense of structured flow for the students. Students will benefit from Wordle technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their collage on the topic of creating and solving linear equations that are being applied to the real world.
Rationale: This lesson was designed in such a way where differentiation can be used, to fit the needs of all students. All Multiple intelligences were kept in mind during the process, and resources are provided for students. During this lesson students will be able to work their strong intelligence's as well as work on some of their weaker ones. They will also be able to use technology, and multiple resources in order the reach a high learning level.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will be working with Wordle in order to create a new way to make a word web. Students can use this technology to share information with their peers while working. The lesson is geared to the fact that students will be working together in order to understand the information. Two brains is better than one. This will help the overall learning and progress of the students. Students will also be learning the content material through real world application, and applying that knowledge when using Wordle.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be using Wordle as a way to explore new intelligences and build further on their stronger intelligences. Students will have opportunities to relate information to their learning style of choice, whether it is nature, music, visual, or even logic. They will have opportunities to work in groups, and individually. A number of tasks and activities will be given to the students to help them understand the information. They will be able to practice, use graphic organizers, checklists, corporative learning activities, and will have multiple chances to meet with me and collaborate with their peers. They will have a finally product that they will present to the class, which will tell whether or not the student has mastered the material.